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Cited by 44Discourse Analysis in Language StudiesSecond Language Learning and TeachingEFL/ESL Teaching and Learning

Looking into English-medium instruction teachers’ metadiscourse: An ELF perspective

Open access
Doiz, Aintzane, Lasagabaster, David·2022·System
DOI 10.1016/j.system.2022.102730
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Abstract

Metadiscourse plays a key role in teachers’ attempts to ease and maximize knowledge transmission. This role is particularly important in the context of English-medium instruction (EMI), where teachers face the challenge of transmitting knowledge to students via a foreign language in an accessible way and students tend to find their lectures difficult to understand. The present study addresses the use of spoken interactive metadiscourse markers by EMI non-native teachers from an English as a lingua franca perspective (ELF), an innovative approach in contrast to previous studies that tended to include native English as the reference language and model. The study compares Chinese and Spanish lecturers, and aims to analyze how teachers organize and construct knowledge through interactive metadiscourse in their classes so that it becomes accessible for their students. Four history teachers at a Spanish university were videorecorded and their use of interactive metadiscourse resources compared following the same procedure used by Zhang and Lo (2021) in the Chinese context. Our study revealed that the teachers followed a similar general trend in the use of metadiscourse patterns regardless of the context. However, noticeable differences in the specific linguistic realizations were also attested depending on the teachers’ L1.

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  • Hyland and Tse's model, although initially designed for written language, is applicable to the analysis of spoken language, particularly classroom discourse.

    “Furthermore, although initially designed for written language, subsequent research has confirmed its applicability to the analysis of spoken language; particularly demonstrating its robust adaptability in classroom discourse analysis (e.g., Lee and Subtirelu 2015;Zhang and Lo 2021;Doiz and Lasagabaster 2022;Rababah et al. 2024;Yılmaz and İlerten 2024).”

    From Metadiscourse and Teacher Moves for Supporting Student Reasoning in Linguistics Classroom Interactions (2026) · cites this paper as Doiz and Lasagabaster 2022

    Section 4.2 applies Hyland’s (2005) metadiscourse framework to spoken university lectures, supporting its use in classroom discourse analysis. But the paper identifies that framework as Hyland’s (2005), not specifically Hyland and Tse’s model, and Section 2 describes a historical focus on written metadiscourse without saying the model was initially designed for writing. The claim’s stronger characterization of ‘robust adaptability’ is therefore not fully supported. (LLM, conf=0.83)

    Experimental — accuracy not yet measured

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Research works printed but not linked: 2

  1. UCLES. (2011). Assessing speaking performance -level C1. Cambridge English language assessment https://pdf4pro.com/view/assessing-speaking-performance-level- c1-1d4fbf.html. (Accessed 1 October 2020).
  2. v4n1p42 · DOI

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Authors
Doiz, A., & Lasagabaster, D.
Affiliations
University of the Basque Country (ES)
Corresponding author
Lasagabaster, David
ORCID
Venue
System
Publisher
Elsevier BV
Published
2022-04
Volume
105
Pages
102730
ISSN
0346-251X (ISSN-L)
DOI
10.1016/j.system.2022.102730
OpenAlex
W4206374758
Cited by
44
References
30
Citations by year
2026: 5 · 2025: 12 · 2024: 9 · 2023: 14 · 2022: 4
FWCI
91.43
Type
journal article
Language
en
Open access
Licence
Locations
  • System (publishedVersion, cc-by-nc-nd)
  • Communities in ADDI (University of the Basque Country) (submittedVersion, cc-by-nc-nd)
  • Hispana (submittedVersion, cc-by-nc-nd)
Funders
  • Eusko Jaurlaritza (IT904-16)
  • Ministerio de Ciencia e Innovación (GB-I00)
Topics
  • Social Sciences › Arts and Humanities › Literature and Literary Theory › Discourse Analysis in Language Studies
  • Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Keywords
metadiscourse, English-medium instruction, English as a lingua franca, non-native English teachers, history education, first language effects, knowledge transmission

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